On 31 January and 1 February, Anna Mucha, Claudia Vogeler and I held our second workshop on online courses based on the Digital Mastery Learning Model (DMLM) at HAW Hamburg, Hamburg.

As explained in an earlier blog post, the DMLM is a time-independent and decentralized virtual educational setting based on the concept of mastery learning (Bloom 1968) and modern digital learning designs. Among others, we addressed theoretical foundations, practical examples, self-concept aspects and operational implementation in Moodle.

As always, we were able to gather valuable insights from the discussions with workshop participants. One more time, the relevance of the individual professional culture and its impact on the teaching methodology of subjects (engineering, computer sciences, social sciences etc.) as well as the academic self concept and educational ideals came to light.

On Wednesday, 19 December 2018, the eighth AIM student poster research conference took place at HAW Hamburg. 37 junior researchers enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work.

The general topic of the semester was “Digital Disruption – Social, political, legal, economic and managerial implications”. As always, individual topics addressed a diverse set of aspects. The instructors awarded Gina Camacho, Jenny Saganty and Koen Veldkamp with the instructor’s best poster award. Additionally, students voted for the students’ best poster award, which was awarded to Alexandra Naujoks, Gina Camacho, Lukas Szmigielski and Minh Duc Nguyen as well.

The posters were developed in the context of the course “Academic research and writing“. Coursework was organised by way of team teaching undertaken by our librarian Detlev Dannenberg, Prof. Dr. Michael Gille as well as me.

Peter Kabel, professor for interaction design at HAW Hamburg, delivered a keynote speech on digital disruption entitled “Enjoy the change and surf the wave”. Attendees received an enlightening presentation enriched with personal reflections from the perspective of an Internet pioneer, entrepreneur, design scholar and practitioner. The speech was followed by a lively discussion of selected issues.

@ Peter: Thank you very much for visiting us!

Additional information:

The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.

The pre-conference interview on “Das akademische Selbstkonzept als Adventure Capital in explorativen Lernumgebungen” with Christian F. Freisleben-Teutscher as well as Dr. Anna Mucha and me is now available on YouTube:

On Wednesday, 20 June 2018, the seventh AIM student poster research conference took place at HAW Hamburg. 21 junior researchers enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work.

The general topic of the semester was “International Corporate Governance – A Transatlantic Perspective”. As always, individual topics addressed a diverse set of aspects. The instructors awarded Natalie C. Klein, Natalie Mielczarek, Vanessa Mielczarek and Lars J. P. Kamm with the instructor’s best poster award. Additionally, students voted for the students’ best poster award, which was awarded to Natalie Mielczarek, Vanessa Mielczarek and Lars J. P. Kamm as well.

The posters were developed in the context of the course “Academic research and writing“. Coursework was organised by way of team teaching undertaken by our librarian Detlev Dannenberg, Prof. Dr. Michael Gille, student assistants Dawid Szmigielski and Serhat Akkaya as well as me. Graduate student Philipp Schenk helped to organise the conference.

Dr. jur. Carsten Jungmann, Programme Director Law, Bucerius Law School, Hamburg and Chief Legal Officer, Birkenstock Group, Neustadt (Wied) delivered a keynote speech on “Liability of Board Members for Business Judgements”. Attendees received an enlightening presentation enriched with stochastic reflections from the perspective of a legal scholar and practitioner. The speech was followed by a lively discussion of selected issues.

@ Dr. Jungmann: Thank you very much for visiting us!

Additional information:

The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.

On 2 and 3 February, Anna Mucha and I held a workshop on online courses based on the Digital Mastery Learning Model (DMLM) at HAW Hamburg, Hamburg.

The DMLM is a time-independent and decentralized virtual educational setting based on the concept of mastery learning (Bloom 1968) and modern digital learning designs. Among others, we addressed theoretical foundations, practical examples, self-concept aspects and operational implementation in Moodle.

A number of colleagues will adapt the concept in order to rework their courses and to test the new design during the summer term 2018. An evaluation will accompany the transformation process.

On Wednesday, 10 January 2018, the sixth AIM student poster research conference took place at HAW Hamburg. 32 junior researchers enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work.

The general topic of the semester was “United Nations – Providing Stability in an Unstable World”. Individual topics addressed a diverse set of aspects. The instructors awarded Tom Teubert, Selma Wünsch and Philipp Jakubczyk with the instructor’s best poster award. Additionally, students voted for the students’ best poster award which was awarded to Umut Kaya, Yunus Yürümez and Tooba Shahid.

The posters were developed in the context of the course “Academic research and writing“. Coursework was organised by way of team teaching undertaken by our librarian Detlev Dannenberg and me as well as my student assistants Dawid Szmigielski and Serhat Akkaya.

Prof. Dr. Elvira Rosert, Institut für Friedensforschung und Sicherheitspolitik, Universität Hamburg delivered a keynote speech on “Mediation, Intervention, and Peacekeeping. The United Nations as a Provider of Peace and Security”. Attendees received an insightful and critical analysis from the perspective of a political scientist. The speech was followed by a lively discussion of selected issues.

@ Elvira Rosert: Thank you very much for visiting us!

Additional information:

The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.

For more information on poster conferences in general see my latest article.

On 27 September 2017, Anna Mucha and I presented our findings on a research-based learning intervention at the research conference “Forschendes Lernen – The Wider View” which took place at Wilhelms-Universität Münster. In our presentation entitled “Bridging the Gap – From Passive Reading to Active Research”, we elaborated on an instructional design that was introduced in the Corporate Finance course of the Master of International Business Programme (M. Sc.) at HAW Hamburg. The instructional design consists of five core phases:

Phase 1: Transparent explanation of instructional design to students
Phase 2: Reception and reflection of selected seminal papers of Nobel laureates in groups of two students
Phase 3: Development of a new (own) research question
Phase 4: Exploration of the new problem
Phase 5: Presentation of (i) seminal paper and (ii) own research findings to other course participants

The instructional design helps to overcome the gap between reception of research findings (and underlying methods) on the one hand side and production (derivation) of new research findings (using newly acquired research methods) on the other hand side. Thereby, students are guided from “learning about research” via “learning for research” to “learning through research”.

In 2018, a summary of our findings will be published in the conference proceedings.

Together with Fabian Frielitz, I was awarded the Hamburg Teaching Award 2017 (Hamburger Lehrpreis 2017) for our team teaching efforts in the context of the course “Academic research and writing” (ARAW), which forms part of the degree programme “Foreign Trade / International Management (B.Sc.)” at HAW Hamburg – Hamburg University of Applied Sciences.

First and foremost, I would like to thank my students for the nomination: I feel deeply honoured by your sympathy.

Furthermore, I would like to express my gratitude to my two academic tutors Dawid Szmigielski and Serhat Akkaya as well as to our librarian Detlev Dannenberg for constantly supporting the course. You would have deserved the price as much as we do.

Last but not least, I would like to thank Rita Werner and Stephan Beier for their ongoing support of the ARAW project.

On Wednesday, 21 June 2017, the fifth AIM student poster research conference took place at HAW Hamburg. 28 junior researchers enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work.

The general topic of the semester was “Risk, crisis and catastrophe management”. Individual topics addressed a diverse set of aspects (e.g. country risk, kidnapping, piracy, hurricane, compliance, telemedicine, forensics and cyber crime). The instructors awarded Claudia Lange, Rebecca Sabrowsky, Antonio Petrovic and Christian Rohde with the instructor’s best poster award.

The posters were developed in the context of the course “Academic research and writing“. Coursework was organised by way of team teaching undertaken by Dr. Fabian Frielitz, our librarian Detlev Dannenberg and me as well as my student assistants Dawid Szmigielski and Serhat Akkaya.

The conference was framed by a keynote speech on “Global Existential Risks” that was delivered by Dr. Andreas Martin Lisewski, Scientific Fellow, Life Sciences & Chemistry, Jacobs University Bremen. Attendees received an insightful and entertaining presentation from the perspective of a natural scientist, which was followed by a brief discussion of selected issues.

@ Martin: Thank you very much for visiting us!

Additional information:

The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.

For more information on poster conferences in general see my latest article.

On 12 and 13 June 2017, I held a workshop on “Online courses in higher education” at Dozierenden-Service-Center (DSC), Universität zu Lübeck. Together with seven participants, I was exploring selected facets of online teaching.

Among others, we did a card assisted brainstorming on identifying characteristics of “online courses”. It still seems to be a challenge to find a consistent idea among a group of informed participants about what characterises an “online course”. Maybe this should not come as a surprise since the term carries many connotations. Moreover, I observed that discussions tend to become more fruitful when moving away from technological aspects while approaching higher education issues (i.e. instructional design aspects).

@ Dr. Bettina Jansen-Schulz: Thank you very much for the invitation and your sympathy and support!

In December 2016, the AIM Student Poster Research Conference Winter 2016 took place at HAW Hamburg. Approximately 20 students enrolled in the degree programme Foreign Trade/International Management (B. Sc.) presented their research work. The general topic of the semester was Sustainability Management. Individual topics addressed aspects for example of population growth, vegan lifestyle, sustainable higher education and renewable energies. The instructors awarded Janne Wurr, Jan Gandera and Till Lojewsky with the instructor’s best poster award.

The posters were developed in the context of the course “Academic research and writing“. Coursework was organised by way of team teaching undertaken by Dr. Fabian Frielitz, our librarian Detlev Dannenberg and me as well as my student assistants Dawid Szmigielski and Serhat Akkaya.

The teaching concept is based on blended learning and research-based learning. The course is modelled around the concept of Universal Design for Learning (UDL). Students are provided with various access points to the course contents, which can be combined or used on a standalone basis: learning videos, textbook, webinars, library excursions, tutorials, walk-in labs and poster labs support individual learning styles.

For more information on poster conferences in general see my latest article.

On Thursday, 20 October 2016, I jumped on the night train to St. Pölten in Austria in order to attend a conference on competency-based education (5. Tag der Lehre: „Kompetenzorientiert Lehren und Prüfen“). After a strenuous ride in a very small train compartment, I arrived at the FH St. Pölten in order to discuss various aspects of competency-based education.

Night train

FH St. Pölten, Austria

Poster presentation

For the first time, I participated in a so called “DisqSpace”, a relatively new discussion format that is designed to allow for a higher level of interaction between the presenting speaker and the audience. In each corner of a room, a topic is presented by a guest speaker. All speakers and topics are introduced by a moderator. Thereafter, the participants split up into four groups, which will ascribe themselves to an individual corner (topic). After 15 to 20 minutes the groups rotate and move on to the next “station”. Within 60 to 90 minutes, the audience has visited all corners (topics) of the room.

Advantages

A smaller number of participants will be able to listen to a presented topic and discuss individual questions with the guest speaker.

Participants are able to attend four interrelated presentations on a given general topic, thereby identifying connections and realizing different solution approaches.

Disadvantages

The guest speaker has to present the topic four times in succession in a very condensed way, which I experienced as somehow exhausting.

Interesting and lively discussions might have to be aborted when the group has to move on to the next corner (topic).

Yesterday, I shared my experiences regarding the inverted classroom model (ICM) with a group of colleagues from Nordakademie. After an insightful introduction to the ICM from Simon Hachenberg, I reported on the implementation of the ICM in two of my courses: Finance (German language) and Academic research and writing (English language). Both courses form part of bachelor programs. Whereas I introduced the ICM in my Finance course by way of a “big bang” in 2013, I phased in the ICM in my course Academic research and writing between summer 2012 and summer 2016.

During my presentation, I elaborated on observations, which in some parts correspond with other field reports but also go beyond what has been reported previously. The observations are as follows:

Observation 1

A significant number of students prefer traditional types of instruction (e.g. lecture) because they are associated with a reduced workload in comparison to the ICM.

Reaction/advise: Ignore!

Observation 2

A signifikant number of students show deficiencies if it comes to self-organisation, i. e. time and project management.

Reaction/advise: Strong guidance by way of pre-defined milestones and assignments as well as constant reminders by way of text messages and/or e-mails.

The attention span of “digital natives” is remarkably low. A (perceived) cognitive overload may lead to discontinuation or jumping within video tutorials.

Reaction/advise: Information chunking!

Observation 5

Students do not understand how to receive and how to reflect upon information from video tutorials.

Reaction/advise: Explain and train how to work with video tutorials!

Observation 6

Due to individual cognitive conditions and preferences, some students are not good at learning with videos.

Reaction/advise: Create various access points to the content of the course (UDL)!

Especially the last observation leaves room for a further development of the ICM. However, didactical designs based upon an UDL approach require a tremendous amount of resources in terms of time and money if they are individually developed by instructors and/or educational institutions. An alternative might be the use of OER (see for example my own course on academic research and writing) or the sourcing of commercially produced course materials, which might eventually even be cheaper.

On September 13, 2016, roughly a dozen of my colleagues and me attended a three hour workshop on competency-based development of degree programs taught by Prof. Dr. Dr. Oliver Reis (University of Paderborn). We all teach in the degree program “Foreign Trade/International Management” and already apply more or less the principles of competency-based education. However, the workshop aimed at focussing on the overall competency-driven objective of the degree program.

We are now heading towards a (general) competency-based development model that will help us to align the competency-based learning objectives at the level of the modules. Ultimately, this might lead to a (partial) redesign of the curriculum. I will report on the process…

The second MIB block course on financial modelling took place from 4 July 2016 until 8 July 2016. The “module” is a mandatory component of the International Business programme (M. Sc.) at HAW Hamburg. Approximately 20 students were challenged to tackle an especially designed case study entitled “Pulp Fiction”. The case addresses a complex investment decision to be made by a multinational corporation. The investment in question is a greenfield pulp mill project to be located in Southeast Asia. Students assume the role of a junior manager and are asked to develop a financial model as well as to prepare a report containing a strategic and financial recommendation for a fictitious board meeting.

The pedagogical framework of the course is based on the philosophy of competency-based education. The methodical-didactical design applies elements of project-based learning, case-based learning and enquiry-based learning. Preparatory instructional elements in the beginning are followed by supervision and (fading) support. Together with Stephan Beier, I taught the course applying a team teaching approach, which tends to create a positive working atmosphere and reduces the stress level for both students and instructors.

Classroom sessions took place in a computer lab. Daily sessions were scheduled from 9 a.m. until 6 p.m. with a one hour lunch break. Students were only required to be present on the first day. Thereafter, they were free to work at home or elsewhere. Although the course started with a phase that requires teamwork (see photos), students are required to hand-in individual models and reports. However, students may collaborate in pairs or small groups while developing and coding their models.

The case work requires a solid understanding of finance and accounting as well as a basic skill set in Excel coding. Hence, students have to tap and apply knowledge that has been taught in previous courses, which seemed to be a challenge for some participants. In few cases, we observed ungrounded fear when faced with the magnitude of the modelling task. Moreover, it seems that fear is accompanied by shame which might be related to supposed group pressure and angst of public humiliation. We think that this observation deserves further analysis, which could ultimately lead to an adjustment of the course design.

Nevertheless, the majority of the participating students demonstrated dedication and a professional attitude towards the course objectives. It is always deeply rewarding to observe the quality of the output that students are able to achieve once they have accepted the task at hand. We have seen some very nice financial models and are looking forward to receiving the final versions of the reports to be submitted in mid-August.

On June 15, 2016 the third AIM student poster research conference took place at HAW Hamburg. Together with co-instructor Fabian Frielitz and student assistants Dawid Szmigielski and Serhat Akkaya, we organised the printing and hanging of the students’ posters.

The topic of this semester’s conference was “International Health Economics”. 28 posters addressed various aspects of the fast evolving health sector from an international perspective.

Ultimately, after a three year long design phase, our textbook on “Academic research and writing” was published today. We spent substantial time and effort in order to create a textbook that corresponds with our e-learning tutorials and forms part of a classroom-tested, fully integrated and competency-based teaching concept.

Last week, I held two inspiring workshops on the inverted classroom model for some highly motivated colleagues at Hochschule Ostwestfalen-Lippe. After an unnerving breakdown of my car (transmission failure) at the periphery of Lemgo, I arrived just in time for the start of the first workshop. However, the whole team and the participants were quite empathic and helpful.

During the workshop, we had some lively, productive and insightful discussions that will help me to further refine the workshop concept.

@ Doris Ternes & Melanie Reddeker: Thank you very much for the invitation and your sympathy and support!

Today, I was awarded my certificate of completion in competency-based examination. The last twelve months were packed with seminars, self-study and didactical projects. I experienced a rewarding introduction to a theoretical concept of high practical value. Especially, the discussions with my colleagues were worthwhile and I received a great number of intellectual stimuli. I am looking forward to the implementation and further refinement of this fascinating concept.

Yesterday, I presented my poster on the competency-based restructuring of one of my courses at an internal conference on “Competency-based teaching, learning and assessment” at Hamburg University of Applied Sciences (HAW Hamburg).

I have been awarded with the German WiWi-Talents outstanding professorship award for a third time, which is a great honor for me and my students. Especially, I would like to congratulate and thank Alen Veljan who was simultaneously awarded the WiWi-Talents outstanding student award.

On December 18, 2014 we had a stunning five hour long workshop on “competency-based education” with Oliver Reis at the Department of Business. Approximately 25 colleagues were attentively listening to Oliver’s presentation. It is always a pleasure to attend Oliver’s workshops.

@ Oliver: Thank you very much for the instructive and inspirational presentation!

On December 17, 2014 the second AIM student poster research conference took place at HAW Hamburg. Together with co-instructors Natalia Ribberink and Tine Schrammel, I organised the printing and hanging of the students’ posters.

Right after having finished our presentation at the “Tag der Lehre 2014” at HAW Hamburg, Stephan Beier and I jumped on the night train to St. Pölten in Austria. Thankfully operated by ÖBB and not DB, which was affected by a country-wide rail strike, we were heading towards the next conference at FH St. Pölten in order to participate in the “ICM Werkstatt” and to present our poster on academic research and writing at the conference “3. Tag der Lehre 2014“.